Department of Language Educationhttp://hdl.handle.net/11394/49222024-03-28T17:31:50Z2024-03-28T17:31:50ZAn investigation of a socio-culturally and linguistically responsive teaching model: a case of english as a second language (ESL) teachers in a senior primary school of ||Kharas region in NamibiaIitula, Leena Kaunapawahttp://hdl.handle.net/11394/106872024-03-21T00:09:26Z2024-01-01T00:00:00ZAn investigation of a socio-culturally and linguistically responsive teaching model: a case of english as a second language (ESL) teachers in a senior primary school of ||Kharas region in Namibia
Iitula, Leena Kaunapawa
This study aims to investigate a culturally and linguistically responsive pedagogy (CLRP) in
the English as a Second Language (ESL) classroom. The pedagogy advocates for language
instruction that is relevant to the learners’ frame of reference in terms of cultural and linguistic
experiences. Namibia is a multi-cultural and multi-lingual society, and English is the language
of instruction in schools from Grades 4–12 as well as the official language of the country.
Studies on cultural and linguistic responsiveness are prominent in countries such as the USA
due to the increasing number of culturally and linguistically diverse learners with limited
exposure to the English language (Bellas, 2015). In Namibia, most learners have limited
exposure to the English language, although it is the official language and the language
commonly taught as a second language. Most of the Namibians’ mother tongue is one of the
indigenous languages or one of the foreign languages (Hamakali & Mbenzi, 2016). This study
deems it necessary to investigate a socio-culturally and linguistically responsive pedagogy in
the diverse Namibian ESL classroom context where learners bring to the classroom a wealth
of varied cultural and linguistic experiences that can serve as funds of knowledge in the
learning of ESL.
Doctor Educationis
2024-01-01T00:00:00ZInvestigating the english language proficiency and communication skills of first-year education students at the khomasdal campus of the university of NamibiaHenok, Penehafohttp://hdl.handle.net/11394/106492024-02-15T00:01:31Z2023-01-01T00:00:00ZInvestigating the english language proficiency and communication skills of first-year education students at the khomasdal campus of the university of Namibia
Henok, Penehafo
This research investigates proficiency in English and communication skills among first-year education students at the Khomasdal Campus of the University of Namibia. Drawing on the Interactionist Theory and the Constructivist Theory, the study prospects and analyses the relative causes and effects of any discrepancy found as well as the perceptions of specific stakeholders. The study draws from the expressed sentiment of first-year English lecturers that their students lack sufficient communication skills. This deficiency is attributed to poor English proficiency. English is a second language for many students at the University of Namibia. The Namibian Constitution stipulates that the language policy must promote the use of English in schools. Even though English has been the primary language of instruction in schools and institutions of higher learning for more than three decades, some students' proficiency in the language is still relatively low, especially in terms of their ability to communicate in writing and speaking. Understanding the English proficiency of the first-year students and their communication skills has enabled to develop a strategy targeting the improvement of the communication skills of these students. Twenty-six respondents took part in the research, including four key informants, two lecturers and twenty students. Students were deliberately selected for the questionnaire to illustrate the difficulties they face when writing and speaking English as a second language. The lecturers were also deliberately selected because they were the ones teaching these students. This study used qualitative research perspectives to gather information through methods such as observation, interviews, open-response questionnaire items and document analysis. The data were gathered in two phases. Phase 1 consisted of the administration of an assignment and the collection of twenty assignment scripts as the first set of data. Phase 2 consisted of the second set of data that was gathered through unstructured interviews, class observations and a questionnaire. The two sets of data were then integrated into one dataset for qualitative analysis. The findings of the study are valuable for understanding the students’ English proficiency and communication skills. The findings can also be useful to develop a model characterizing the English proficiency and communication skills of first-year students. Communication skills are essential among university students.
Philosophiae Doctor - PhD
2023-01-01T00:00:00ZConflict and challenges in esl acquisition: an investigation within francophone immigrant college students’ environment in Cape TownLimen, Mercy Chttp://hdl.handle.net/11394/106472024-02-15T00:01:26Z2023-01-01T00:00:00ZConflict and challenges in esl acquisition: an investigation within francophone immigrant college students’ environment in Cape Town
Limen, Mercy C
The complexity of second language acquisition (SLA) by young adults as seen through the lenses of students with different needs and objectives has a tremendous language conflict potential to the acquirers. Languages spoken both at home, within communities, social gatherings, and at learning institutions of which a specific language is the medium of instruction, differ from one ethnic group to another and from one society to the other. South Africa as a multilingual and multicultural society is hosting migrants with similar characteristics of a multilingual and multicultural background. This is an indication that SLA is unavoidable by the immigrants who are the minority. Acquiring English as a second language (ESL) is of paramount importance for their academic success. The current study focuses on French-speaking immigrant college students (FICS) in Cape Town. These immigrant college students interact closely with speakers of different languages in South Africa. This might have a significant influence in their SLA in the form of language conflicts and challenges. FICS may be semi proficient in various languages they encounter including English; however, fully proficient in none. This study is therefore established on the assumption that language contact resulting in language conflict plays a significant role towards SLA by French-speaking students within their Cape Town environments. Using a qualitative research methodology and the theoretical underpinnings of Vygotsky’s sociocultural theory, this study investigates the language conflicts and identifies the types of challenges encountered by FICS in Cape Town
Magister Educationis - MEd
2023-01-01T00:00:00ZInvestigating the use of computer tablets in the teaching of mathematics in a grade 9 classroomMarlon Anthony, Williamshttp://hdl.handle.net/11394/100592023-05-26T00:01:33Z2019-01-01T00:00:00ZInvestigating the use of computer tablets in the teaching of mathematics in a grade 9 classroom
Marlon Anthony, Williams
The use of technology in mathematics education has many potentially positive outcomes. There
is, however, little evidence to show where the use of technology has made a significant impact
on mathematics education in South Africa. This study aims to address the issue of how
computer tablets are currently used in the mathematics classroom. The researcher drew a
comparison between learners who were taught with computer tablets and learners who were
taught in the traditional way by evaluating the learners' progress after being taught on the topic
of 3D images. This assessment was done in the form of a pre-test and a post-test that were
administered to both classes on a topic of 3D images that was taught during this allocated time.
The research is located in the third-generation activity theory. It is based on the socio-cultural
theory of Lev Vygotsky, but it is blended with modern western theories as described by
Engeström. The researcher made use of a mixed methods approach starting with a qualitative
survey, followed by a pre-test, observations and concluding with a post-test. The pre-test and
post-test determined whether cognitive knowledge was gained. The participants in the study
were a group of 15-year-old learners at a private school where the one class was taught using
computer tablets in the mathematics classroom, and the other class was taught the same
content without computer tablets.
Doctor Educationis
2019-01-01T00:00:00Z